in education Francisco Benavides LAC Regional Education Adviser October 30, 2014

Transcription

1 UNICEF & the post-2015 agenda in education Francisco Benavides LAC Regional Education Adviser October 30, 2014

2 A common agenda: UNICEF welcomes the opportunity: a common agenda with education at the core ensure educational rights are front and centre unify efforts to advance educational rights post-2015

3 UNICEF and educational rights UNICEF s core mandate is to ensure full implementation of the Convention on the Rights of the Child guided by its commitment to equity States as guarantors of educational rights detailed in CRC are among its key partners

4 Priorities post-2015 UNICEF supports the aim of closing the remaining (but persistent) gaps in primary education and gender parity, especially for traditionally excluded groups BUT ALSO we welcome other priorities: pre schooling and early learning, including for children 0 3 years secondary education, tailored to adolescents needs meaningful learning beyond standardized test scores better opportunities ii for marginalized children and adolescents youthskills and opportunities violence reduction youth skills and opportunities, violence reduction through education

5 A closer look: early education (0-3 years) & pre-school (3-6 years) (institutionalized)

6 Out of School Children in LAC Out of last year of preschooling Out of primary 1.6 millon 27millon 2.7 Out of lower secondary In primary with high risk of risk of droppoing out In lower secondary whit high risk of droppoing out 1.5 millon 8.4 millon 7.6 millon Circa 2011 Source: LAC Region OOSC Report, updated Ch. 1 (2014)

7 A closer look: disparities in secondary NER (poverty, residence, sex) Secondary NER in 18 Latin American countries (circa 2007) 1,5 La recta marca el punto en el que los cocientes son iguales a 1: 1,4 cuanto más se aproximan a ella, menor es la desigualdad en la cobetura 1,3 1,2 1,1 1 0,9 0,8 0,7 0,6 0,5 0,4 0,3 0,2 Chile Mexico Ecuador Peru Colombia Paraguay Venezuela Argentina Bolivia Panama Costa Rica Uruguay Guatemala Dominican Rep Brazil El Salvador Honduras Nicaragua Quintil 1 / Quintil 5 Rural / Urbano Femenino / Masculino

8 A closer look promising practices re student learning in LAC Learning assessments in students mother tongue Improved teaching techniques for basic numeracy and literacy (child centred & culturally relevant) in early grades of primary: In Guatemala, the repetition rate in Grade 1 decreased 4.74 percentage points over 18 months. Particular progress was achieved for girls: 15% more girls passed first grade than prior to the intervention. Blended learning strategies in rural areas Broader areas of learning: citizenship, social skills

9 A closer look: some LAC countries affected by high rates of violence Europe Homicide Rates by Region (2012 or latest year) Global Africa Americas Sources: UNODC Global Study on Homicide 2013

10 UNDP Human Development Report Citizen Security Latin America is the only region in the world where lethal violence increased between 2000 and Homicide rates in LAC increased by 12%, and more than one million people have died. Lethal violence affects particularly and disproportionately young males. The homicide rate among youth is more than double the rate of the general population, approximately 70 per 100,000 Some LAC countries have homicide rates that surpass Some LAC countries have homicide rates that surpass those in active conflict zones, including Iraq and Afganistan (UNODC Global Study on Homicide 2013).

11 UNICEF invites LAC States to: Raise the bar and go beyond global targets where possible, including in the broadening of compulsory education offered free of charge Make equity-based progress in educational rights their first, second and third priorities (specific indicators) Better monitor their progress in realizing educational rights (with disaggregated data) Share with one another what has worked (SSC) Define student learning in a holistic, not reductionist, way, and support school communities. Strengthen education systems to be able to prevent and respond to violence and to create a culture of peace

12 UNICEF in LAC is transforming itself to better support countries educational goals Will continue to assist LAC Governments to ensure children s rights are front and centre (rights-based approach) and are achieved with equity BUT ALSO increasingly i positioned to Establish a sound evidence base (quantitative and qualitative), taking into account countries specific realities, including resources Collaborate on policy development and implementation with proven strengths in: leveraging partnerships/ synergies UNICEF s experience ranges from grassroots NGOs to international development banks operating at all levels, including regional/sub-regional initiatives. achieving results at policy level but also for the most disadvantaged children in specific territories UNICEF has unparalleled presence and operational expertise in LAC countries through its 35 countries, 24 COs and 1 RO.

13 UNICEF current work in LAC ECD and pre-school Education in intercultural and bilingual contexts Secondary education Inclusive education Child friend learning environments, learning, citizenship Out of school children and adolescents Communities and parents involvement Disaster Risk Reduction, Education in Emergencies Improving Monitoring, Evaluations, Impact Analysis Innovations and promising practices

14 In closing UNICEF, alongside with UNESCO and partners, will work with the education community to develop a framework for action to support the goal Ensure inclusive and equitable quality education and promote life-long learning opportunities for all and related targets and indicators in the Post-2015 Development Agenda. UNICEF will support improved efficiency, management and governance in education. Equally, with partners, it will support LAC countries to ensure education is meaningful so that both they and their children and youth can achieve their full potential.

15 Muchas gracias.

16 How many children are out of school or at risk of dropping out in LAC? Students enrolled by age and age condition, and population by age, from 5 to 15 years of age, by levels as per each country s policy (thousands of students) B 5 3 Population ation Popul A At 15 years of age, exclusion processes are intensified A B Enrolled Students on the right age years 6 years 7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years 16 years 17 years Years of age Source: self analysis based on UNESCO-UIS. 28 countries from the region. Circa 2008 Dimension Children-Adolescents on the right age on the to attend first years the first of secondary years of Children education attending primary with pre-school primary school overage and age age increasing who school who do not but do the attend not risk attend risk of preschool dropping of secondary education who do not attend primary nor primary dropping or nor out out. primary secondary due to education. overage education basic secondary school A: 4.A: moderate risk (one year of overage): 14.7 million of million of children children moderate risk (one year of overage): 8.1 million of children 5.B: critical risk (2 or more years of overage): 6 million of children 4.B: critical risk (2 or more years of overage): 9.2 million of children Out Out of of those, those, million million attend pre-school with ages with 16 or overage more

17 Boys are at greater risk of early drop-out in secondary Drop-out tends to occur in the transition to secondary or during secondary in LAC. Boys have a higher risk of early dropout as 2011 data from regional OOSC report shows: Boys OOSC DIMENSION 5 High risk of early 4.4 million dropout in Lower 23.9% Secondary 1 out of (age-grade gap of 2 or every 4 more years) Girls 3.2 million 18.8% 1 out of every 5 Significant gender imbalance against boys Source: UNICEF LACRO, OOSC Report LAC, updated Chapter 1 (2014)

18 Fewer boys complete secondary 100 Survival Rates in Lower Secondary, by sex (2010) Boys Girls Source: Graph developed from statistics from EFA, Global Monitoring Report 2013

19 More adolescent boys are OOS % OF ADOLESCENTS, YEARS, NOT STUDYING, BY SEX (CIRCA 2010) Arge Bolivia ntina (urbana) Chi le Brasil Rep. Dominica na Panamá Venezuela (Rep. Urugu ay (Est. Plur. de) Costa Rica Ecuador Colombia Paragu ay El Salvador Méxi Nicarag co ua Honduras Guatema Perú la Source: UN ECLAC, household survey data